東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Teaching non-native English speakers...

Kirk, Chelsea Denise.

FindBook

Google Book

Amazon

博客來

Teaching non-native English speakers to comprehend reduced speech.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching non-native English speakers to comprehend reduced speech./
作者:	Kirk, Chelsea Denise.
面頁冊數:	102 p.
附註:	Source: Masters Abstracts International, Volume: 53-02.
Contained By:	Masters Abstracts International53-02(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1558695
ISBN:	9781303988981

Teaching non-native English speakers to comprehend reduced speech.
Kirk, Chelsea Denise.

Teaching non-native English speakers to comprehend reduced speech. - 102 p.

Source: Masters Abstracts International, Volume: 53-02.

Thesis (M.A.)--University of Colorado at Boulder, 2014.

This item must not be sold to any third party vendors.

Following an action research model within my own English-language classroom, I attempted to assess learner comprehension of reduced speech by means of a dictation exercise followed by explicit instruction of form. The students participated in two dictation exercises during a one-week period and scores were compared. The evidence suggests that that dictation exercises and explicit instruction alone are not enough to help students improve their listening skills, but that students benefit more from dictation exercises that are combined with other forms of input and practice. The results of this study are intended to encourage the use of authentic audio materials that feature rapid speech styles, especially in the EFL setting where students may not have much exposure to native-speakers. I conclude that language learners benefit in many ways when made aware of reduced speech early in their learning.

ISBN: 9781303988981Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Teaching non-native English speakers to comprehend reduced speech.
LDR:01818nmm a2200289 4500 001 2056044
005 20150429102517.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781303988981
035 $a (MiAaPQ)AAI1558695
035 $a AAI1558695
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kirk, Chelsea Denise. $3 3169768
245 1 0 $a Teaching non-native English speakers to comprehend reduced speech.
300 $a 102 p.
500 $a Source: Masters Abstracts International, Volume: 53-02.
500 $a Adviser: David Rood.
502 $a Thesis (M.A.)--University of Colorado at Boulder, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a Following an action research model within my own English-language classroom, I attempted to assess learner comprehension of reduced speech by means of a dictation exercise followed by explicit instruction of form. The students participated in two dictation exercises during a one-week period and scores were compared. The evidence suggests that that dictation exercises and explicit instruction alone are not enough to help students improve their listening skills, but that students benefit more from dictation exercises that are combined with other forms of input and practice. The results of this study are intended to encourage the use of authentic audio materials that feature rapid speech styles, especially in the EFL setting where students may not have much exposure to native-speakers. I conclude that language learners benefit in many ways when made aware of reduced speech early in their learning.
590 $a School code: 0051.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Language, Linguistics. $3 1018079
690 $a 0441
690 $a 0290
710 2 $a University of Colorado at Boulder. $b Linguistics. $3 1037973
773 0 $t Masters Abstracts International $g 53-02(E).
790 $a 0051
791 $a M.A.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1558695